Student will understand the impact of the State of Maine in the Civil War.
Student will know the impact of the State of Maine on the Civil War.
Student will be able to do highlight the impact of the State of Maine in the Civil War.
Maine Learning Results Alignment
Maine Learning Results:Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "Civil War and Reconstruction 1850-1877" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rationale: Show the importance of the State of Maine on the Civil War and the impact it had on the United States during that time period.
Assessment
Formative (Assessment for Learning)
*The students will be blogging their research of the impact of the State of Maine on the Civil War.
Summative (Assessment of Learning)
*The students will be using a KWL chart to assess their learning.
Integration
English: Students are going to be in groups and communicating and therefore incorporation.
Geography: Students will be exploring the impact of their home state on the Civil War.
Technology: The students will be blogging their thoughts on the impact of Maine on the Civil War. The instructor will be using an image on a computer as a hook.
Groupings
The students will be paired up in groups of four by counting off by fours. They will then break off into their groups and have a discussion about the State of Maine in the Civil War. There will be three roles assigned in the groups, a moderator, a recorder, and a reporter.
Differentiated Instruction
Strategies *Intrapersonal: Students will have their own personal goals from their KWL chart. Verbal: Students will be discussing their ideas in a group setting and reporting out. Interpersonal: Students will be interacting in their groups. Bodily-kinesthetic: Students will be getting into their groups and moving from their desks. Spatial: Pictures will be used in the hook.
Modifications/Accommodations
*
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
When a student is absent from class unexpectedly they can go to the class wiki and get their required work for the day. If it is a planned absence then the student is expected to come see me beforehand and have the work done upon their return.
Extensions
*Type II Technology - Students will blog to record their ideas on the impact of the State of Maine on the Civil War, what they have learned, and what they expect to learn.
Materials, Resources and Technology
Handout on the web links about the State of Maine in the Civil War
Laptops
Textbooks
Pen/Pencil
Notebook
Source for Lesson Plan and Research
This lesson plan was developed by myself using the MLR. Research will be found in the student's textbook and on web resources.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The lesson integrates various intelligences found in the multiple intelligence theory.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: In the third lesson the students are going to personalize the Civil War by studying their state's impact on the Civil War.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students need interaction and also personal reflective time and they gain that in this lesson through their group work and their individual blogging time.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The group work and recorded material will show the instructor assessment on the group's understanding while the blog assess the individual's progress.
Teaching and Learning Sequence:
When the students enter the classroom they will enter with desks in groups of four which will be about five groups of desks in the classroom. The students will be hooked with an image while they are coming into the classroom. I will then have the students go into groups to discuss the impact of the state of Maine in the Civil War. They will then report back to the class and finally blog about the ideas that they concentrated on.
I will now give the students a hand out to go over into groups. I will be handing out a list of web resources on the state of Maine's involvement in the Civil War to the various groups and then appointing a moderate, recorder, and a reporter.
After the groups are done discussing the impact of the state of Maine they will report back to the class to spark a class discussion on the impact of the state of Maine in the Civil War. Each group will have to give a brief report to the class. Then they will lead themselves in a class discussion until personal reflection time.
Finally, the students will self-assess and blog their thoughts on the impact of the state of Maine in the war. I will then review the blogs and post comments on the students personal reflection and thoughts.
UMF LESSON PLAN FORMAT
Teacher’s Name: Keith Mahoney Lesson # : 3
Grade Level: 11 Topic:
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "Civil War and Reconstruction 1850-1877"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rationale: Show the importance of the State of Maine on the Civil War and the impact it had on the United States during that time period.
Assessment
*The students will be blogging their research of the impact of the State of Maine on the Civil War.
*The students will be using a KWL chart to assess their learning.
Integration
Geography: Students will be exploring the impact of their home state on the Civil War.
Technology: The students will be blogging their thoughts on the impact of Maine on the Civil War. The instructor will be using an image on a computer as a hook.
Groupings
Differentiated Instruction
*Intrapersonal: Students will have their own personal goals from their KWL chart.
Verbal: Students will be discussing their ideas in a group setting and reporting out.
Interpersonal: Students will be interacting in their groups.
Bodily-kinesthetic: Students will be getting into their groups and moving from their desks.
Spatial: Pictures will be used in the hook.
*
When a student is absent from class unexpectedly they can go to the class wiki and get their required work for the day. If it is a planned absence then the student is expected to come see me beforehand and have the work done upon their return.
*Type II Technology - Students will blog to record their ideas on the impact of the State of Maine on the Civil War, what they have learned, and what they expect to learn.
Materials, Resources and Technology
Laptops
Textbooks
Pen/Pencil
Notebook
Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The lesson integrates various intelligences found in the multiple intelligence theory.
Rationale: In the third lesson the students are going to personalize the Civil War by studying their state's impact on the Civil War.
Rationale: Students need interaction and also personal reflective time and they gain that in this lesson through their group work and their individual blogging time.
Rationale: The group work and recorded material will show the instructor assessment on the group's understanding while the blog assess the individual's progress.
Teaching and Learning Sequence: